scholarly journals GW25-e2337 Prevalence of risk factors and performance of evidence-based medicine among hospitalized patients with acute coronary syndromes - Results from the Bridging the Gap on CHD Secondary Prevention in China (BRIG) project

2014 ◽  
Vol 64 (16) ◽  
pp. C103-C104
Author(s):  
Wang Wei ◽  
Zhao Dong ◽  
Liu Jun ◽  
Qi Yue ◽  
Sun Jiayi ◽  
...  
Keyword(s):  
Risk Factors ◽  
Secondary Prevention ◽  
Evidence Based Medicine ◽  
Acute Coronary Syndromes ◽  
Hospitalized Patients ◽  
Evidence Based ◽  
Coronary Syndromes ◽  
And Performance ◽  
Based Medicine

Antiplatelet Therapy in Acute Coronary Syndromes. Evidence Based Medicine

2016 ◽  
Vol 22 (29) ◽  
pp. 4519-4536 ◽  
Author(s):  
Evangelos Oikonomou ◽  
Georgia Vogiatzi ◽  
Georgios-Angelos Papamikroulis ◽  
Leon Naar ◽  
Gerasimos Siasos ◽  
...  
Keyword(s):  
Antiplatelet Therapy ◽  
Evidence Based Medicine ◽  
Acute Coronary Syndromes ◽  
Evidence Based ◽  
Coronary Syndromes ◽  
Based Medicine

scholarly journals Potential impact of evidence-based medicine in acute coronary syndromes: insights from GUSTO-IIb

1998 ◽  
Vol 32 (7) ◽  
pp. 2023-2030 ◽  
Author(s):  
Karen P Alexander ◽  
Eric D Peterson ◽  
Christopher B Granger ◽  
A.Cecilia Casas ◽  
Frans Van de Werf ◽  
...  
Keyword(s):  
Evidence Based Medicine ◽  
Acute Coronary Syndromes ◽  
Evidence Based ◽  
Coronary Syndromes ◽  
Potential Impact ◽  
Based Medicine

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

Reinforcement as a means for quality improvement in management of coronary syndromes: adherence to evidence-based medicine

2004 ◽  
Vol 95 (2-3) ◽  
pp. 281-283
Author(s):  
Ijaz A. Khan ◽  
Nirav J. Mehta ◽  
Ramesh M. Gowda ◽  
Terrence J. Sacchi ◽  
Balendu C. Vasavada
Keyword(s):  
Quality Improvement ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Coronary Syndromes ◽  
Based Medicine

Use of evidence-based therapy for the secondary prevention of acute coronary syndromes in Malaysian practice

2012 ◽  
Vol 19 (4) ◽  
pp. 658-663 ◽  
Author(s):  
Yaman Walid Kassab ◽  
Yahaya Hassan ◽  
Noorizan Abd Aziz ◽  
Hadeer Akram ◽  
Omar Ismail
Keyword(s):  
Secondary Prevention ◽  
Acute Coronary Syndromes ◽  
Evidence Based ◽  
Coronary Syndromes ◽  
Evidence Based Therapy
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